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While reading skills are necessary for life-long learning and success, many students experience reading difficulties and a disproportionate number are from culturally and linguistically diverse (CLD) backgrounds. Since students of CLD backgrounds sometimes miss basic literacy skills in the early grades, instruction in foundational literacy skills is critical. This resource illustrates how teachers can improve reading achievement for students of CLD backgrounds by combining research-supported best practices with instruction that is culturally responsive. Readers will find a range of interventions correlated with the five critical areas of reading instruction based on the National Reading Panel Report. Written by experts in the areas of cultural diversity and/or literacy, this book presents classroom techniques and learning strategies for working effectively with students from CLD backgrounds at all grade levels, from primary through to secondary school.
List of contents
Preface
Acknowledgments
About the Authors
1. Teaching Children to Read - Bob Algozzine, Festus E. Obiakor, Ellissa Brooks Nelson, Jeffery P. Bakken
2. Improving Phonological Processing - Dorothy J. O¿Shea, Jodi Katsafanas
3. Improving Decoding and Structural Analysis Skills - Dorothy J. O¿Shea, Jodi Katsafanas, Kelly Holloway
4. Improving Fluency - Michelle McCollins, Dorothy J. O¿Shea
5. Improving Vocabulary - Shobana Musti-Rao, Renee O. Hawkins, Gwendolyn Cartledge, Cheryl Utley
6. Improving Comprehension - Jeffery P. Bakken
7. Culturally Responsive Literacy Instruction for All - Festus E. Obiakor, Darren J. Smith
Appendixes
References
Index
About the author
Dorothy J. O′Shea, Ph.D., has worked in the special education field for more than 30 years. Her roles include college professor, special education teacher, public school administrator, and family liaison. Currently, she is on the special education faculty of Slippery Rock University of Pennsylvania. Additionally, she serves as a special education due process hearing officer in Pennsylvania. Dorothy has received both state and federal grants on the preparation and training of special educators, general educators, and school administrators. As principal Investigator, her funded research has targeted teachers′ inclusion training, certification of teachers and supervisors, and teachers′ collaboration with diverse families of students with special needs. Dorothy′s published research includes more than 60 manuscripts and/or textbooks in the special education field. Her recent research targets teacher-family collaborations, instructional strategies, special educator standards and assessments, and legal issues in special education. She is on the editorial board of several special education journals.
Summary
Offering perspectives from experts in diversity and/or literacy, this resource illustrates how teachers can improve reading achievement for students from diverse backgrounds by combining research-supported best practices with culturally-responsive instruction.
